1. What was the lesson about? (If you can, jot down a summary of the lesson’s topic or its objectives).
This worksheet is a culminating activity that was graded as a summative assessment. It addresses many concepts regarding the organization of the periodic table including groups, families, reactivity, element types, subatomic particles, and other periodic trends. Students are expected to create an “alien periodic table” by using clues about the topics noted above to place each alien element correctly.
2. Insert the photo of a student’s worksheet.
3. Based on the worksheet’s task, complete the summary table below for at least three tasks/worksheet items.
Item
Task
Key Concept or Skill
Cognitive Level1 = Low (knowledge)2= Med (application)3 = High (synthesis or evaluation)
1
Students read through the alien element data table statements and consider this information in light of what they have learned about the periodic table to date in their physical science class.
The skill addressed here is critical reading. Students must read the clues and pay attention to detail in order to prepare them for the next step.
1-students are just reading the information; there is no application in this task.
2
Students use the clues to complete the alien periodic table.
Students are expected to use their knowledge of groups, families, metals and non-metals, sub-atomic particles, reactivity, atomic mass, and other element features to accurately complete the task.
2-students are applying their knowledge of the periodic table to the novel situation of the alien periodic table.
3
Students answer questions about their experience filling in the alien periodic table.
Students evaluate their answers and effort. Students engage in metacognition.
3-students are evaluating if they are able to transfer knowledge effectively and apply their thinking in a new situation. They consider what was challenging about the task. They engage in metacognition.
4. Describe what students were supposed to learn during this lesson.
During this lesson, students were supposed to use what they have learned about the periodic table in a new way. They had to apply what they know about periodic trends. Additionally, this lesson should help students see that the periodic table is organized systematically, and therefore, they can use it as a tool to make inferences about any particular element. 5. Based on the student’s answers on the worksheet you captured, what did the student understand? What evidence to you have for this?
The student seems to understand most of the concepts the table addressed, but some inferences can be made about what the student did not understand. For example, he misplaced all of the elements in group 16. This is likely because he does not know the common location or use of elements, such as oxygen being in the air we breathe. This caused him to misplace the other two elements, even though he knows that lower atomic mass is placed higher on the table (Oz and UP placed correct relative to each other. Other elements placed correctly when clue about atomic mass is given.). He misplaced Anatom (An) even though it had a very straight forward clue about atomic number. This leads me to believe that either it was the last element he placed and just used an open spot or that he doesn’t understand where the atomic number is in the element’s “box”.
6. What might the student still be struggling with? What evidence is present? The student seems to be struggling with the concepts mentioned above. Additionally, he may be struggling with his critical reading skills or knowledge transfer. This is evidenced in his answer to 2 and 3 on the back side of the work sheet. He is unable to explain in detail, why he struggled, though he did mention that the “alien-ness” of the elements was an obstacle for him. Overall, he placed most of the elements correctly but his vague answers about his thinking on the back lead me to believe his thinking was not in line with what was expected.
7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why? I am satisfied with this worksheet for this topic. It requires students to consider many parts of their periodic table knowledge and use this information to create something new. Some changes might be different clues or using simpler names for the alien elements for the students who can’t get past the “alien” part of it.
This worksheet is a culminating activity that was graded as a summative assessment. It addresses many concepts regarding the organization of the periodic table including groups, families, reactivity, element types, subatomic particles, and other periodic trends. Students are expected to create an “alien periodic table” by using clues about the topics noted above to place each alien element correctly.
2. Insert the photo of a student’s worksheet.
3. Based on the worksheet’s task, complete the summary table below for at least three tasks/worksheet items.
4. Describe what students were supposed to learn during this lesson.
During this lesson, students were supposed to use what they have learned about the periodic table in a new way. They had to apply what they know about periodic trends. Additionally, this lesson should help students see that the periodic table is organized systematically, and therefore, they can use it as a tool to make inferences about any particular element.
5. Based on the student’s answers on the worksheet you captured, what did the student understand? What evidence to you have for this?
The student seems to understand most of the concepts the table addressed, but some inferences can be made about what the student did not understand. For example, he misplaced all of the elements in group 16. This is likely because he does not know the common location or use of elements, such as oxygen being in the air we breathe. This caused him to misplace the other two elements, even though he knows that lower atomic mass is placed higher on the table (Oz and UP placed correct relative to each other. Other elements placed correctly when clue about atomic mass is given.). He misplaced Anatom (An) even though it had a very straight forward clue about atomic number. This leads me to believe that either it was the last element he placed and just used an open spot or that he doesn’t understand where the atomic number is in the element’s “box”.
6. What might the student still be struggling with? What evidence is present?
The student seems to be struggling with the concepts mentioned above. Additionally, he may be struggling with his critical reading skills or knowledge transfer. This is evidenced in his answer to 2 and 3 on the back side of the work sheet. He is unable to explain in detail, why he struggled, though he did mention that the “alien-ness” of the elements was an obstacle for him. Overall, he placed most of the elements correctly but his vague answers about his thinking on the back lead me to believe his thinking was not in line with what was expected.
7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why?
I am satisfied with this worksheet for this topic. It requires students to consider many parts of their periodic table knowledge and use this information to create something new. Some changes might be different clues or using simpler names for the alien elements for the students who can’t get past the “alien” part of it.